few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Understand and apply properties of operations and the relationship between addition and subtraction.

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.

Understand solving equations as a process of reasoning and explain the reasoning.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Use the four operations with whole numbers to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Perform arithmetic operations on polynomials.

Solve systems of equations.

Add and subtract within 20.

Gain familiarity with factors and multiples.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Rewrite rational expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Represent and analyze quantitative relationships between dependent and independent variables.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Multiply and divide within 100.

Understand the connections between proportional relationships, lines, and linear equations.

Work with equal groups of objects to gain foundations for multiplication.

Use properties of operations to generate equivalent expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with addition and subtraction equations.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from the centers introduced in previous lessons as well as one introduced in the previous activity. If more than one stage of a center has been introduced, students choose from any of the stages. Students are encouraged to choose the center that will be most helpful for them at this time.
Counting Collections
Number Race
Check it Off
Five in a Row: Addition and Subtraction
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Counting Collections, Stage 1
Number Race, Stage 3
Check it Off, Stage 1
Five in a Row: Addition and Subtraction, Stages 1 and 2
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Counting Collections
Number Race
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[IMG]
Check it Off
Five in a Row: Addition and Subtraction
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Activity Synthesis
“What was your favorite part of center time today? Why was it your favorite?”


correct_option_index: 15